This document discusses considerations for developing effective IEPs for deaf or hard of hearing students that focus on language and communication. It emphasizes that language is essential to the human experience and communication is important for social and academic progress. The IEP team must carefully consider students' language, communication needs and auditory access when developing goals and determining services. The document provides examples of language and communication-focused IEP goals and components that should be included in every students' IEP, such as present levels, special education services, and assistive technology. It stresses the importance of developing IEPs that meet each deaf or hard of hearing student's individual needs.

1. LANGUAGE AND
COMMUNICATION-
FOCUSED IEPS FOR
LEARNERS WHO ARE
DEAF OR HARD OF HEARING
REPORTER: KRISTEN ANN L. PRADO

2. CONTENTS:
Analyze the important considerations in determining the instructional
content for Students
Instructional Content with sample IEP for Deaf and Hard of Hearing

3. Importance of
Individualized Education
Program (IEP) goals for
students with hearing loss

4. Language is central to the human
experience. Communication is essential
for social and academic progress.

5. Members of the IEP team must consider the
need for language and communication-
focused IEP goals as well as
the significance of compromised or lack of
auditory access to communication.
It is important that teams carefully
consider these needs and that communication
access be considered a major factor in all
areas of the IEP and during the educational
experience.

6. Special Factors IV from the Individuals
with Disabilities Education Act (IDEA)
highlights the following:
◦ consider the communication needs of the
child, and in the case of the child who is
deaf or hard of hearing, consider the
child’s language and communication
needs, opportunities for direct
communications with peers and
professional personnel in the child’s
language and communication mode,
academic level, and full range of needs,
including opportunities for direct
instruction in the child’s language and
communication mode.

7. for Deaf and Hard
of hearing
includes:
presenting a clear picture of the student's fluency in
language compared to his/her peers,
 the mode of communication used by the student both at
home and school,
 the optimal instructional language system, and the optimal
social language system.

8. The FIVE primary questions will ensure
that the IEP requirements are considered
and addressed for each student’s
individual needs.

9. 5 Primary Questions:
1. What is the student’s primary language and
communication mode at home and school?

11. 5 Primary Questions:
2. How does the student’s degree of hearing affect his
or her language and
communication access?

13. 5 Primary Questions:
3. What are the opportunities for direct communication
and instruction in the student’s primary
language/communication mode?

16. 5 Primary Questions:
4. What specific data is available regarding the student’s
present level of
academic and social language? For students with co-occurring
disabilities, what is the range of language and communication
needs and abilities?

19. 5 Primary Questions:
5. What other educationally relevant needs resulting
from the student’s hearing loss must be addressed?

21. Addressing each of the five primary questions will ensure
that the IEP requirements are considered and addressed for
each student’s individual needs. The questions
incorporate IEP language-based goals, specialized instruction,
accommodations, and specialized needs.

22. Components that every IEP should
contain are:
 IEP goals, benchmarks, and objectives
 Present Levels of Academic Achievement and Functional Performance (PLAAFP)
 Special education services, including the time, frequency and location
 Least Restrictive Environment (LRE)
 Assistive Technology

23. I. Examples of IEP Goals
for Students with Hearing
Loss
Goal 1: Developing effective communication skills
Objective: The student will improve their ability to understand and express themselves in various
communication settings.
Example: The student will accurately follow multi-step instructions given verbally in the classroom
setting with 80% accuracy by the end of the school year.

24. Goal 2: Building self-advocacy and self-
confidence
◦ Objective: The student will develop the skills and confidence to
advocate for their needs and actively participate in their educational
journey.
◦ Example: The student will independently request accommodations or
modifications when needed in the classroom setting in 90% of
opportunities by the end of the school year.

25. Goal 3: Enhancing social skills and peer
relationships
◦ Objective: The student will improve their ability to initiate and
maintain positive relationships with peers.
◦ Example: The student will engage in reciprocal conversations
with peers during structured social activities with 75%
accuracy by the end of the school year.

26. II. Developing a Present Level of Academic
Achievement & Functional
Performance (PLAAFP) Statement
In the very first paragraph of the PLAAFP a few key main points need to be included:
• a brief synopsis of the student's hearing loss,
◦ language of instruction and home language (when applicable)
◦ educational history/background and
◦ impact of the disability on language development and/or curricular areas.
A statement referring to the Communication and Language Checklist in the IEP helps the team make a
connection between the student’s current communication access and ability and needed services and
adaptations.

29. SAMPLE IEP